Inclusive Education, which is the content of our first chapter, is based on the right of every child to be part of the common school life and to be provided with appropriate teaching and educational experiences. Differentiation referred to in the second chapter is perhaps the most realistic proposal to the requirement for the implementation of child-centred individualization practices and seems to respond dynamically to the need for teaching effectiveness in contemporary classrooms.

Play, which is the subject of our third chapter, enhances the teaching practice as it has a key role in preschool and early school settings. The ways in which teachers can teach and transmit values that are integral to democracy should be explored.

We demonstrate this in chapter four, which is an example of the application of inclusive education in a democratic school. All of the above is difficult to implement without addressing the issue of successful transition, which is the subject of our fifth chapter and is a topic of study in the scientific community in order to identify ways and factors to improve the experiences for children with typical and non-typical development and their families.

. .